Brian+Campbell+LMF

//Learning, Motivation, and Fun//
 //Create 5 generalizations for what you observed. Your generalizations should answer the questions// :
 * //What makes learning fun and engaging?//
 * //What are the implications for your own teaching and design work?//

For this assignment, I cross-referenced two categories at a time to create generalizations... The first four are based on Gender and Age, while the last one was a cross between high interaction and high level of challenge. I was amazed at the patterns that emerged, not only in determining what makes learning fun and engaging, but how people learn differently at different stages of life.


 * Generalization #1:** Male, Age 10-19


 * //This group focused on specific tactile skills using manipulatives that led to building critical academic and life skills.//**

Andrew described learning how to operate a manual transmission by teaching it to himself without a teacher. He learned through lots of practice and self-directed learning. His reasons for fun were motivation and being OK with self-pacing & mistakes. Andy described a graphic arts experience in which he produced a multi-color T-shirt for the first time. He explained how the teacher was patient in getting to print T-shirts with different colors, explaining the steps to him, and revisiting him when he got frustrated. Just by seeing it done once, Andy got it right the first time and continued to excel in the business. His experience inspired him to become a teacher. Dan, described an experience at a regional Boy Scout Camp event, in which 6-7 troops from around region came together for a weekend trip with a total of about 150 kids at the camp. They had a relay race to test essential outdoor skills such as knot tying, first aid, health, starting a fire. He mentioned the fun of working as part of a team to face a challenge, getting feedback on performance, and being in a natural setting. Derek described a typing class in which a computer game much like space-invaders made learning to type fun.…typing to knock off letters before they invade your planet.. This helped him stay motivated and learn the keyboared at the same time. The technology led to a more memorable experience for him. Hugh was learning the game “Go,” a Chinese strategic board game…He mentioned that teachers who gave out rewards, increased his interest in the game. He talked alot about the fun of predicting the opponent's next move…reading minds. This aspect of the game kept him going. He was able to acquire thinking skills, that taught him about math, how to be still, and perseverance. Jess talked about an earth science simulation in which model mountains were baked in an oven, some kind of clay. Task was to figure out what was under the mountain. Had to take core samples, much like coal mining. He mentioned how it was like a puzzle.. after taking 7-8 core samples, his team had to make a drawing of what was on inside. The surprise factor was essential to his learning experience, as well as feeling like he was on the job.


 * Implications:** This reminds me of the importance of tactile information for my male student population. Several of them learn better by physically active, highly valued skills. It makes me appreciate the importance of balance in teaching math concepts, especially for content retention across the spectrum of a given group of learners. I plan to use more manipulatives in my teaching, now that I've seen these testimonies.


 * Generalization #2:** Female, Age 10-19

Beth learned about snake bites as part of an "Oregon Trail" simulation, talking about how the research she conducted made her situation more real, helping her to understand the historical context that was being simulated. Erica talked about catching bugs for her 7th grade biology class. She listed off all kinds of insects that she had to catch, put down, and pin her findings on a Styrofoam board. She mentioned how going through each phase of the process helped her learn the content better by enjoying it. Torrey discussed a physics project in which she worked on a team to build a car that could go exactly 10 meters in the greatest time possible. She learned a lot, because she was motivated and she researched the internet and other resources to work with her team and make a successful project., She also liked the chance that there was a competition involved. Sue described a high school physics teacher who would climb a tree to teach symbiosis between species, and use that as a model for other types of symbiosis – between people, between animals and people, and other things... her primary focus was on how her teacher went to great lengths to make concepts real. Dana talked about learning print making as a 20-year old college student. The concept of choice…people chose to be there.. it was stimulating, intellectually and academically. She liked learning the content without a lot of stress, and being around like-minded people. Marie learned about plants and animals at a 6th grade camp… she still remembers a lot of the names of the plants today. Her favorite part was getting outside with her friends and running around, but still learning at the same time through her innate curiosity.
 * //Females between the ages of 10 and 19 reported that their experiences were fun because they were hands-on, real, interesting, and challenging, especially// //working together as a team to research and create memorable experiences.//**


 * Implications:** To accommodate the pattern noted above, I believe I need to incorporate more team-building, action-oriented instructional items for my female student population. Also, I plan to include more outdoor projects & games for difficult topics.


 * Categorization #3:** Male, Age 40-49


 * //This group highly valued "thinking outside the box," taking risks with one’s own expression, and HOW the instruction helped the learning, not so much about the learning itself -- instructor-guided examples with freedom to individualize the result.//**

Edison described a hypnotism show…. in which watching students participate and volunteer to be hypnotized. He noted that everyone was enjoying themselves, and he learned key facts about hypnosis. Having seen several other hypnotist show made him appreciate this one in particular. This one had a unique quality in that everytime you see a show from this performer, it’s always a new experience. Peter described a teaching credential class at SDSU about Math Instruction. He related how the instructor provided no formulas or diagrams for the solid being studied. Rather, he gave a demo by filling cylinders with beans, measuring out and comparing them… everyone was engaged, out of seats watching demo….there was a lot of guessing, results surprised everyone. The surprise of challenging preconceived ideas led to more learning by "thinking outside the box." Rick described a workshop dedicated to specialty woodcarving, focusing on carving a "greenman." He described how the teacher provided an outline and general overview of the process, and immediately gave students a block to carve. The teacher helped bit by bit, giving quick formative feedback. He encouraged each student to create their own individual piece with unique expression. The fun part was working with wood, tactile feel of carving, and individualizing the results. Ron described a rock-climbing experienc which was a one-on-one, instructor-led workshop. He described how each person was guided from an indoor practice wall to an outdoor real cliff. The fun part for him was the adrenaline rush, exercise, challenge, and the plethora of techniques used in rock-climbing. He liked the fact that he was able to test out his skills, after practicing inside, to move outside. He liked to learn hands-on, instead of just going through the motions.


 * Implications:** This helps me understand how to better orient relationships with several of my coworkers, who happen to be in this age range. I could employ these strategies to develop a rapport and a mutual learning ambiance. I need to be much more expressive with my examples of solutions to problems.


 * Generalization #4:** Female, 40-49 years old


 * //This group talked mostly about instruction, particularly how a relaxed atmosphere without pressure or pre-conceived ideas helped instructors individualize instruction, making learning more meaningful and fun for everyone involved.//**

Cheryl, a 1st grade teacher, related an experience where she had a student with Cerebral Palsy in her class for the first time. She waas nervous about having him in class. To her surprise, she enjoyed first meeting the child, and worked with him for an entire year. The fun for her was that she overcame her apprehension, and could see that he was just as excited about learning as any student. He taught her about the ability to go beyond limitations. Kim created a video about podcasting for teachers. During this process, she had to overcome lots of technical difficulties to accommodate her PC-using audience. Therefore, she had to adjust instruction to meet learners' needs. .The fun for her was in the self-directed problem solving and searching for essential tools. She was kept motivated by knowing that there was a solution -- she just needed to find it. Kristin described learning in a live ground-work clinic with her horse… working on manners of her horse, and executing verbal commands. She consistently referred to the instructor's techniques as informal yet structured, relaxed, with timed tasks. She also mentioned that he was highly regarded. She had fun b/c she’s with her horse, sharing learning with like-minded folks, learning something new, while seeing the progress with herself, feeling accomplished in just two hours. The experience was meaningful because it was hands-on, and she remembers all of what she learned. Mary described a very informal lesson on how to line dance.. led by an excellent instructor. The event was casual, following dinner & wine at a family reunion event. The instructor taught the dance in segments, using a casual manner. He placed participants into similar-ability groups. She thought it was fun because it was held in a good-natured family atmosphere with a festive mood, there was no penalty for wrong moves, and everyone had plenty of opportunity to succeed Meg described an experience in learning how to paint. It is clear that she decided to learn it for the enjoyment of the experience. Although she didn’t have much experience, she signed up for painting class, got materials together, and was both excited and nervous at the beginning. Though it was difficult, she mentioned the fact that there was less pressure for getting it just right. In this frame of mind, she’s doing it for fun learning, while noticing that other people were getting stressed. When looking at one of her finished products, she can laugh at herself, and learn from both mistakes and correct actions. Instructor joined in the fun, not taking it too seriously, created positive connection between her and instructor. She maintains this attitude, always liking the work when it’s done.


 * Implications:** The generalization above shows that women in the 40's, a majority of my coworkers, tend to like a more relaxed approach to teaching, individualized instruction, and tending to students' needs. I'll be able to use this information to understand more clearly their points of view.


 * Generalization #5:** Challenging situations / High level of interaction with other learners

//**This group talked a lot about NEW ways of looking at learning… collaborative teamwork, real-life applications of concepts, and framing new contexts for content through exposure to new and exciting situations or environments.**//

22-year-old Male (name inaudible) took an Electrical Engineering Course, and described a Field trip with 30-40 other students, in which they visited a power station electrical power transmitters. The power company showed them the design of the station. Learner says it was fun, because he could interact with engineers in the industry, and was able to be in a practical setting to learn about learned concepts being used in industry. Asuman (female, 20's) described a General English Study class, as an undergraduate in college. She was able to learn the new language by actively Asking / answering questions about age, job, appearance, culture, etc. groups of 3 created surveys for foreigners who could speak English. Being both in and outside classroom enhanced motivation….context improved listening and speaking skills, in addition to self-confidence. Beatriz (female, 20's) described working at Amgen….process development… purification to improve processes for a bloodbuster drug… on-the-job training, self-directed, but with support….performing an experiment as part of a team with collaboration playing an important role in her learning. Carl (Male, 18yrs old) described taking a class as part of a requirement for being in the air force. Here, he was learning Russian language & culture from native Russians. This was a formal class, 1-year program for a group of Air Force members done at Indiana University….lots of homework…about 50 in the class…..came from insular parochial…no exposure to anyone outside env. Spark of being on a univ. campus PLUS an exotic language learning experience… fun was being around exotic, new people….language, culture also informal interaction with teachers, etc. play violin in class (instructor) Casey (Female, 22) described Mission bay wake surfing. She had a great instructor and enjoyed it because she got to go with her friends, supportive of each other. There was no down time, everyone was motivational, giving supportive tips. The fact that it was captured on a video recording made her more motivated Sibah – (Female, 29) described a group learning experience that took place in France…. Topics covered were Poster design techniques to convey a particular message about ,men and women. She really enjoyed the creative part and the intercultural exchange, in addition to first-day activities. She liked the constructivist nature of the teaching, for example, manipulating aluminum foil, a sensitive object, while not knowing the outcome ahead of time. She was required to adapt and create something new. Another activity was timed, where 8 people rotated pieces of paper, each drawing upon the other's work. Based on her mannerisms, you could tell that this activity was memorable and will stay with her for awhile.


 * Implications:** I need to strive to keep my teaching and design fresh, new, and exciting! Math is hard for most people. I can deliver more quality instruction by changing it up every now and again. Doing more work outside of a traditional classroom environment. Put learners in a new environment, and they can thrive. The essential elements of excitement and surprise will become a mainstay in my instructional design.